Teaching and learning disrupted: isomorphic change

Purpose The marketplace demands a technological skillset among our college graduates, and scholars acknowledge the educational underpinnings (or lack thereof) regarding technology and its place in marketing education. The current research, therefore, aims to explore how academic institutions and programs have responded to coercive, mimetic and normative isomorphic pressures in reshaping the experiences of current marketing students. Design/methodology/approach To understand this pressure and its implications with regards to the marketing curriculum, this research explores the integration of technology into the marketing classroom via the three forces of institutional isomorphic change: coercive forces, mimetic processes and normative pressures. The current research uses both primary and secondary data to examine how isomorphism is occurring in digital marketing education. Findings We find that the integration of technology into the classroom comes from the forces of institutional isomorphic change. Although these forces are pressuring business schools to include technology in their marketing curriculum, a widespread adoption of this necessary media is yet to follow. Research limitations/implications From a research perspective, this paper portrays the forces that are acting to disrupt teaching and learning in the current global marketplace. Previous research tends to focus on how educators can teach a particular subject area. This paper brings together forces of change as related to educators, students and managers. Practical implications Educators and their educational institutions have to continue to learn to teach digital marketing. Students have a role to play in that they have to be agents of change for a stronger and newer marketing curriculum. Finally, managers need to partner with educators and students to create a stronger environment for learning practical tools. Originality/value Weber (2013) utilized this theoretical foundation for understanding how such pressures impacted the coverage and offering of courses addressing ethical, social and sustainability issues in graduate marketing curricula. This research within the digital marketing educational arena is the first to attempt to understand technology integration into marketing education.

Romanization and Isomorphic Change in Phrygia: the Case of Private Associations

Romanization in the province of Asia did not manifest itself in linguistic or cultural changes, but is very visible in a trend towards corporate organization. In the cities of western and southern Phrygia, professional associations developed that were able to gain a prominent position alongside the civic institutions. It is possible to relate this process to incentives provided by Roman law. In the villages surrounding these cities, and especially in the rural areas of northern and eastern Phrygia, the conditions were different, but there are several indications that a new preference for formal organization and its epigraphic representation developed here as well.

Initial Reliability of the Coaching Isomorphism Questionnaire for NCAA Coaches

Isomorphic change is the process by which organizations facing similar environmental conditions will come to resemble one another. Isomorphic pressures may affect coaching behavior as well. The Coaching Isomorphism Questionnaire was developed to assess the isomorphic mechanisms exerted upon coaches. Content and face validity were established as well as acceptable but low reliability estimates.